Common Core Connections
The content of my programs are aligned with Common Core standards.
There are two elements that comprise my explanation of the common core connections in my programming. First I present portions of the Introduction from the California Common Core State Standards in support of the idea (and my philosophy) that the standards, while specific, are meant to be interpreted broadly and encourage a wide range of experiences that support student learning. I italicized and bolded portions of the introduction that are of particular relevance to the content of my programs. The second section describes the over 60 specific standards that are in alignment with the presentation I bring to your school.
Introduction:
“The College and Career Readiness anchor standards constitute the backbone of the standards and define the general, cross-disciplinary literacy expectations for students in preparation for college and the workforce. The standards are divided into strands: Reading, Writing, Speaking and Listening, and Language.
Connected to these design considerations is the interdisciplinary expectation that the development of each student’s literacy skills is a shared responsibility—English language arts teachers collaborating with teachers of other academic content subjects for an integrated model of literacy across the curriculum.
The Standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines.
As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide application outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate cogent reasoning and use evidence in a way that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.
June 2, 2010
What is not covered by the Standards
The Standards should be recognized for what they are not as well as what they are. The most important intentional design limitations are as follows:
The Standards define what all students are expected to know and be able to do, not how teachers should teach. For instance, the use of play with young children is not specified by the Standards, but it is welcome as a valuable activity in its own right and as a way to help children meet the expectations in this document. Furthermore, while the Standards make references to some particular forms of content, including mythology, foundational U.S. documents, and Shakespeare, they do not—indeed, cannot—enumerate all or even most of the content that students should learn. The Standards must therefore be complemented by a well-developed, content-rich curriculum consistent with the expectations laid out in this document.
Speaking and Listening: Flexible communication and collaboration
Including but not limited to skills necessary for formal presentations, the Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.
Specific Standards relevant to Assembly Programs, Workshops and Playground Pop-Ups:
There are more than 20 standards that are related to rhythm in the K-5 standards, many of which are relevant to my content. Rhythm is a key component of my Assembly Programs. Participatory activities that engage students using rhythm are integrated throughout the experience. The importance of this learning tool can not be overstated. Movement is mentioned in over 500 of the K-12 standards, many of which correlate with the content of my programs. Even breathing is mentioned specifically in the Common Core standards related to physical education. Following is a list of the common core standards that are emphasized in my programming.
Standard Identifier: K-2.NI.6
Content Area: Computer Science
Grade Range: K–2
Concept: Networks & the Internet
Subconcept: Cybersecurity
Practice(s): Developing and Using Abstractions (4.4)
Standard:
Create patterns to communicate a message.
Descriptive Statement:
Connecting devices to a network or the Internet provides great benefit, but care must be taken to protect devices and information from unauthorized access. Messages can be protected by using secret languages or codes. Patterns help to ensure that the intended recipient can decode the message. Students create a pattern that can be decoded and translated into a message.
For example, students could use a table to associate each text character with a number. Then, they could select a combination of text characters and use mathematical functions (e.g., simple arithmetic operations) to transform the numbers associated with the characters into a secret message. Using inverse functions, a peer could translate the secret message back into its original form. (CA CCSS for Mathematics 2.OA.A.1, 2.OA.B.2)
Alternatively, students could use icons or invented symbols to represent patterns of beat, rhythm, or pitch to decode a musical phrase. (VAPA Music K.1.1, 1.1.1, 2.1.1, 2.2.2)
Standard Identifier: PE-K.1.17
Grade: K
Content Area: Physical Education
Category: Rhythmic Skills
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Clap in time to a simple, rhythmic beat.
Standard Identifier: PK.DA:Pr4
Grade: TK
Content Area: Arts
Category: Dance
Enduring Understanding: Space, time, and energy are basic elements of dance.
Essential Question(s): How do dancers work with space, time and energy to communicate artistic expression?
Process Component(s): Express
Performance Standard(s):
a. Identify and demonstrate directions for moving the body in general space (e.g., forward, backwards, sideways, up, down, and turning) and finding and returning to a place in space.
b. Identify speed of movement as fast or slow. Move to varied rhythmic sounds at different tempi.
c. Move with opposing dynamics.
Standard Identifier: PE-1.1.22
Grade: 1
Content Area: Physical Education
Category: Rhythmic Skills
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Create or imitate movement in response to rhythms and music.
Standard Identifier: PE-1.1.3
Grade: 1
Content Area: Physical Education
Category: Movement Concepts
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Change speeds in response to tempos, rhythms, and signals while traveling in straight, curved, and zigzag pathways, using the following locomotor movements: walking, running, leaping, hopping, jumping, galloping, sliding, and skipping.
Standard Identifier: PE-1.1.4
Grade: 1
Content Area: Physical Education
Category: Movement Concepts
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Change direction from forward and back and right and left in response to tempos, rhythms, and signals while walking, running, hopping, and jumping (i.e., locomotor skills).
Standard Identifier: PE-2.1.18
Grade: 2
Content Area: Physical Education
Category: Manipulative Skills
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Perform rhythmic sequences related to simple folk dance or ribbon routines.
Standard Identifier: PE-2.1.19
Grade: 2
Content Area: Physical Education
Category: Manipulative Skills
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Perform with a partner rhythmic sequences related to simple folk dance or ribbon routines.
Standard Identifier: 3.MU:Pr4.2
Grade: 3
Content Area: Arts
Category: Music
Enduring Understanding: 4.2 Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.
Essential Question(s): How does understanding the structure and context of musical works inform performance?
Process Component(s): Analyze
Performance Standard(s):
a. Demonstrate understanding of the structure in music selected from a variety of cultures for performance.
b. When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation.
c. Describe how context (such as personal and social) can inform a performance.
Standard Identifier: 4.DA:Pr4
Grade: 4
Content Area: Arts
Category: Dance
Enduring Understanding: Space, time, and energy are basic elements of dance.
Essential Question(s): How do dancers work with space, time and energy to communicate artistic expression?
Process Component(s): Express
Performance Standard(s):
a. Make static and dynamic shapes with positive and negative space. Perform three-dimensional movement sequences alone and with others, establishing relationships with intentionality and focus.
b. Dance to a variety of rhythms generated from internal and external sources. Perform movement phrases that show the ability to respond to changes in time.
Standard Identifier: K.DA.Cr1
Grade: K
Content Area: Arts
Category: Dance
Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
Essential Question(s): Where do choreographers get ideas for dances?
Process Component(s): Explore
Performance Standard(s):
a. Respond in movement to a variety of stimuli (e.g., music/sound, text, objects, images, symbols, observed dance).
b. Explore different ways to do basic locomotor and non-locomotor movements by changing at least one of the elements of dance.
Standard Identifier: K.DA:Cn11
Grade: K
Content Area: Arts
Category: Dance
Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
Essential Question(s): How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Process Component(s): Relate
Performance Standard(s):
Describe or demonstrate the movements in a dance that was watched or performed.
Standard Identifier: K.DA:Pr4
Grade: K
Content Area: Arts
Category: Dance
Enduring Understanding: Space, time, and energy are basic elements of dance.
Essential Question(s): How do dancers work with space, time and energy to communicate artistic expression?
Process Component(s): Express
Performance Standard(s):
a. Make still and moving body shapes that show lines (e.g., straight, bent, and curved), change levels, and vary in size (large/small). Join with others to make a formation and work with others to change its dimension. Find and return to a place in space.
b. Demonstrate tempo contrasts with movements that match the tempo of the stimuli.
c. Identify and apply different dynamics to movements.
Standard Identifier: K.DA:Pr5
Grade: K
Content Area: Arts
Category: Dance
Enduring Understanding: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
Essential Question(s): What must a dancer do to prepare the mind and body for artistic expression?
Process Component(s): Embody
Performance Standard(s):
a. Demonstrate same side and cross-body locomotor and non-locomotor movements, body patterning movements, and body shapes.
b. Move safely in general space and start and stop on cue during activities, group formations, and creative explorations while maintaining personal space.
c. Move body parts in relation to other body parts and repeat and recall movements upon request.
Standard Identifier: K.MU:Cr1
Grade: K
Content Area: Arts
Category: Music
Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
Essential Question(s): How do musicians generate creative ideas?
Process Component(s): Imagine
Performance Standard(s):
a. With guidance, explore and experience music concepts (such as beat and melodic contour).
b. With guidance, generate musical ideas (such as movements or motives).
Standard Identifier: PE-K.1
Grade: K
Content Area: Physical Education
Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard Identifier: PE-K.1.10
Grade: K
Content Area: Physical Education
Category: Locomotor Movement
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Travel in straight, curved, and zigzag pathways.
Standard Identifier: PE-K.1.16
Grade: K
Content Area: Physical Education
Category: Rhythmic Skills
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Perform locomotor and nonlocomotor movements to a steady beat.
Standard Identifier: PE-K.1.17
Grade: K
Content Area: Physical Education
Category: Rhythmic Skills
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Clap in time to a simple, rhythmic beat.
Standard Identifier: PE-K.1.3
Grade: K
Content Area: Physical Education
Category: Movement Concepts
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Demonstrate contrasts between slow and fast speeds while using locomotor skills.
Standard Identifier: PE-K.1.8
Grade: K
Content Area: Physical Education
Category: Body Management
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Demonstrate the relationship of under, over, behind, next to, through, right, left, up, down, forward, backward, and in front of by using the body and an object.
Standard Identifier: PE-K.2.2
Grade: K
Content Area: Physical Education
Category: Movement Concepts
Overarching Standard:
Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
Standard:
Identify and independently use personal space, general space, and boundaries and discuss why they are important.
Standard Identifier: PE-K.2.3
Grade: K
Content Area: Physical Education
Category: Body Management
Overarching Standard:
Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
Standard:
Identify and describe parts of the body: the head, shoulders, neck, back, chest, waist, hips, arms, elbows, wrists, hands, fingers, legs, knees, ankles, feet, and toes.
Standard Identifier: PK.DA:Cn11
Grade: TK
Content Area: Arts
Category: Dance
Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
Essential Question(s): How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Process Component(s): Relate
Performance Standard(s):
Show a dance movement experienced at home or elsewhere.
Standard Identifier: PK.DA:Cr3
Grade: TK
Content Area: Arts
Category: Dance
Enduring Understanding: Choreographers analyze, evaluate, refine, and document their work to communicate meaning
Essential Question(s): How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Process Component(s): Revise
Performance Standard(s):
Respond to suggestions for changing movement through guided improvisational experiences.
Standard Identifier: PK.DA:Cn11
Grade: TK
Content Area: Arts
Category: Dance
Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
Essential Question(s): How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Process Component(s): Relate
Performance Standard(s):
Show a dance movement experienced at home or elsewhere.
Standard Identifier: PK.DA:Cr3
Grade: TK
Content Area: Arts
Category: Dance
Enduring Understanding: Choreographers analyze, evaluate, refine, and document their work to communicate meaning
Essential Question(s): How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Process Component(s): Revise
Performance Standard(s):
Respond to suggestions for changing movement through guided improvisational experiences.
Standard Identifier: PK.DA:Pr4
Grade: TK
Content Area: Arts
Category: Dance
Enduring Understanding: Space, time, and energy are basic elements of dance.
Essential Question(s): How do dancers work with space, time and energy to communicate artistic expression?
Process Component(s): Express
Performance Standard(s):
a. Identify and demonstrate directions for moving the body in general space (e.g., forward, backwards, sideways, up, down, and turning) and finding and returning to a place in space.
b. Identify speed of movement as fast or slow. Move to varied rhythmic sounds at different tempi.
c. Move with opposing dynamics.
Standard Identifier: PK.DA:Pr5
Grade: TK
Content Area: Arts
Category: Dance
Enduring Understanding: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
Essential Question(s): What must a dancer do to prepare the mind and body for artistic expression?
Process Component(s): Embody
Performance Standard(s):
a. Demonstrate basic full body locomotor, non-locomotor movement, and body patterning with spatial relationships.
b. Move in general space and start and stop on cue while maintaining personal space.
c. Identify and move body parts and repeat movements upon request.
Standard Identifier: PK.DA:Re7
Grade: TK
Content Area: Arts
Category: Dance
Enduring Understanding: Dance is perceived and analyzed to comprehend its meaning.
Essential Question(s): How is a dance understood?
Process Component(s): Analyze
Performance Standard(s):
a. Identify a movement in a dance by repeating it.
b. Demonstrate an observed or performed dance movement.
Standard Identifier: 1.DA:Cn10
Grade: 1
Content Area: Arts
Category: Dance
Enduring Understanding: As dance is experienced, all personal experiences, knowledge, and contexts are integrated and synthesized to interpret meaning.
Essential Question(s): How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Process Component(s): Synthesize
Performance Standard(s):
a. Find an experience expressed or portrayed in a dance that relates to a familiar experience. Identify the movements that communicate this experience.
b. Discuss observations from a story. Identify ideas for dance movement and demonstrate the big ideas of the story.
Standard Identifier: 1.DA:Cr3
Grade: 1
Content Area: Arts
Category: Dance
Enduring Understanding: Choreographers analyze, evaluate, refine, and document their work to communicate meaning
Essential Question(s): How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Process Component(s): Revise
Performance Standard(s):
Explore suggestions to change movement from guided improvisation and/or short remembered sequences.
Standard Identifier: 1.DA:Pr5
Grade: 1
Content Area: Arts
Category: Dance
Enduring Understanding: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
Essential Question(s): What must a dancer do to prepare the mind and body for artistic expression?
Process Component(s): Embody
Performance Standard(s):
a. Demonstrate a range of locomotor and non-locomotor movements, body patterning, body shapes, and directionality.
b. Move safely in general space through a range of activities and group formations while maintaining and changing personal space.
c. Modify movements and spatial arrangements upon request.
Standard Identifier: PE-1.1
Grade: 1
Content Area: Physical Education
Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard Identifier: PE-1.1.1
Grade: 1
Content Area: Physical Education
Category: Movement Concepts
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Demonstrate an awareness of personal space, general space, and boundaries while moving in different directions and at high, medium, and low levels in space.
Standard Identifier: PE-1.1.2
Grade: 1
Content Area: Physical Education
Category: Movement Concepts
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Travel over, under, in front of, behind, and through objects and over, under, in front of, and behind partners, using locomotor skills.
Standard Identifier: PE-1.1.22
Grade: 1
Content Area: Physical Education
Category: Rhythmic Skills
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Create or imitate movement in response to rhythms and musics.
Standard Identifier: PE-1.1.4
Grade: 1
Content Area: Physical Education
Category: Movement Concepts
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Change direction from forward and back and right and left in response to tempos, rhythms, and signals while walking, running, hopping, and jumping (i.e., locomotor skills).
Standard Identifier: PE-1.1.5
Grade: 1
Content Area: Physical Education
Category: Movement Concepts
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Demonstrate the difference between slow and fast, heavy and light, and hard and soft while moving.
Standard Identifier: 2.DA.Cr1
Grade: 2
Content Area: Arts
Category: Dance
Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
Essential Question(s): Where do choreographers get ideas for dances?
Process Component(s): Explore
Performance Standard(s):
a. Explore movement inspired by a variety of stimuli (e.g., music/sound, text, objects, images, symbols, observed dance, experiences) and suggest additional sources for movement ideas.
b. Combine a variety of movements while manipulating the elements of dance.
Standard Identifier: 2.DA:Cr3
Grade: 2
Content Area: Arts
Category: Dance
Enduring Understanding: Choreographers analyze, evaluate, refine, and document their work to communicate meaning
Essential Question(s): How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Process Component(s): Revise
Performance Standard(s):
Explore suggestions and make choices to change movement from guided improvisation and/or short remembered sequences.
Standard Identifier: 2.DA:Pr5
Grade: 2
Content Area: Arts
Category: Dance
Enduring Understanding: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
Essential Question(s): What must a dancer do to prepare the mind and body for artistic expression?
Process Component(s): Embody
Performance Standard(s):
a. Demonstrate a range of locomotor and non-locomotor movements, body patterning, and dance sequences that require moving through space using a variety of pathways.
b. Move safely in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space.
c. Repeat movements, with an awareness of self and others in space. Self-adjust and modify movements or placement upon request.
Standard Identifier: PE-2.1
Grade: 2
Content Area: Physical Education
Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard Identifier: 3.DA.Cr1
Grade: 3
Content Area: Arts
Category: Dance
Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
Essential Question(s): Where do choreographers get ideas for dances?
Process Component(s): Explore
Performance Standard(s):
a. Experiment with a variety of self-identified stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences) for movement.
b. Explore a given movement problem. Select and demonstrate a solution.
Standard Identifier: 3.DA:Cr2
Grade: 3
Content Area: Arts
Category: Dance
Enduring Understanding: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
Essential Question(s): What influences choice-making in creating choreography?
Process Component(s): Plan
Performance Standard(s):
a. Identify and experiment with choreographic devices to create simple movement patterns and dance structures.
b. Develop a dance phrase that expresses and communicates an idea or feeling. Discuss the effect of the movement choices.
Standard Identifier: PE-3.1
Grade: 3
Content Area: Physical Education
Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard Identifier: 4.DA.Cr1
Grade: 4
Content Area: Arts
Category: Dance
Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
Essential Question(s): Where do choreographers get ideas for dances?
Process Component(s): Explore
Performance Standard(s):
a. Identify ideas for choreography generated from a variety of stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences).
b. Develop a movement problem and manipulate the elements of dance as tools to find a solution.
Standard Identifier: 4.DA:Cr2
Grade: 4
Content Area: Arts
Category: Dance
Enduring Understanding: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
Essential Question(s): What influences choice-making in creating choreography?
Process Component(s): Plan
Performance Standard(s):
a. Manipulate or modify choreographic devices to expand movement possibilities and create a variety of movement patterns and structures. Discuss movement choices.
b. Develop a dance study that expresses and communicates a main idea. Discuss the reasons and effectiveness of the movement choices.
Standard Identifier: 4.DA:Pr4
Grade: 4
Content Area: Arts
Category: Dance
Enduring Understanding: Space, time, and energy are basic elements of dance.
Essential Question(s): How do dancers work with space, time and energy to communicate artistic expression?
Process Component(s): Express
Performance Standard(s):
a. Make static and dynamic shapes with positive and negative space. Perform three-dimensional movement sequences alone and with others, establishing relationships with intentionality and focus.
b. Dance to a variety of rhythms generated from internal and external sources. Perform movement phrases that show the ability to respond to changes in time.
c. Analyze and refine phrases by incorporating a greater range of energy and dynamic changes to heighten the effect of their intent.
Standard Identifier: PE-4.1
Grade: 4
Content Area: Physical Education
Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard Identifier: PE-4.1.22
Grade: 4
Content Area: Physical Education
Category: Rhythmic Skills
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Perform a routine to music that includes even and uneven locomotor patterns.
Standard Identifier: PE-4.2.10
Grade: 4
Content Area: Physical Education
Category: Rhythmic Skills
Overarching Standard:
Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
Standard:
Design a routine to music that includes even and uneven patterns.
Standard Identifier: 5.DA.Cr1
Grade: 5
Content Area: Arts
Category: Dance
Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
Essential Question(s): Where do choreographers get ideas for dances?
Process Component(s): Explore
Performance Standard(s):
a. Build content for choreography using several stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences, literary forms, natural phenomena, current news, social events).
b. Construct and solve multiple movement problems to develop choreographic content.
Standard Identifier: 5.DA:Pr4
Grade: 5
Content Area: Arts
Category: Dance
Enduring Understanding: Space, time, and energy are basic elements of dance.
Essential Question(s): How do dancers work with space, time and energy to communicate artistic expression?
Process Component(s): Express
Performance Standard(s):
a. Integrate static and dynamic shapes as well as floor and air pathways into dance sequences. Establish relationships with other dancers with intentionality and focus. Convert inward focus to outward focus.
b. Respond in movement to even and uneven rhythm in both metric and kinesthetic phrasing. Recognize and respond to tempo changes as they occur in dance and music.
c. Contrast bound and free flowing movements. Initiate movements from a variety of points of the body. Analyze the relationship between initiation and energy.
Standard Identifier: 5.DA:Pr6
Grade: 5
Content Area: Arts
Category: Dance
Enduring Understanding: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
Essential Question(s): How does a dancer heighten artistry in a public performance?
Process Component(s): Present
Performance Standard(s):
a. Demonstrate the ability to adapt dance to alternative performance venues by modifying spacing and movements to the performance space.
b. Identify, explore, and select production elements that heighten and intensify the artistic intent of a dance and are adaptable for various performance spaces.
Standard Identifier: PE-5.1
Grade: 5
Content Area: Physical Education
Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard Identifier: PE-5.1.18
Grade: 5
Content Area: Physical Education
Category: Rhythmic Skills
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Design and perform a creative dance, combining locomotor patterns with intentional changes in speed and direction.
Standard Identifier: PE-5.1.19
Content Area: Physical Education
Grade: 5
Cluster: Rhythmic Skills
Overarching Standard:
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard:
Design and perform a routine to music that involves manipulation of an object.
Standard Identifier: PE-5.2.5
Grade: 5
Content Area: Physical Education
Category: Rhythmic Skills
Overarching Standard:
Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
Standard:
Design a routine to music, changing speed and direction while manipulating an object.
Even breathing is mentioned in the Common Core Standards!
Standard Identifier: PE-K.3.2
Grade: K
Content Area: Physical Education
Category: Aerobic Capacity
Overarching Standard:
Students assess and maintain a level of physical fitness to improve health and performance.
Standard:
Participate three to four days each week in moderate to vigorous physical activities that increase breathing and heart rate.
Standard Identifier: PE-1.3.2
Grade: 1
Content Area: Physical Education
Category: Aerobic Capacity
Overarching Standard:
Students assess and maintain a level of physical fitness to improve health and performance.
Standard:
Participate three to four times each week, for increasing periods of time, in moderate to vigorous physical activities that increase breathing and heart rate.
Standard Identifier: PE-2.3.2
Grade: 2
Content Area: Physical Education
Category: Aerobic Capacity
Overarching Standard:
Students assess and maintain a level of physical fitness to improve health and performance.
Standard:
Participate three to four times each week, for increasing periods of time, in moderate to vigorous physical activities that increase breathing and heart rate.
Standard Identifier: PE-3.3.3
Grade: 3
Content Area: Physical Education
Category: Aerobic Capacity
Overarching Standard:
Students assess and maintain a level of physical fitness to improve health and performance.
Standard:
Participate three to four days each week, for increasing periods of time, in continuous moderate to vigorous physical activities that require sustained movement of the large- muscle groups to increase breathing and heart rate.